In alignment with the goals and priorities of Prince George's County Public Schools (PGCPS), the School Performance Plan (SPP) allows for a transparent and collaborative school improvement process with a focus on student achievement.
The School Performance Plan was developed this school year as the continuation of the detailed work and planning completed in the previous school year. The SPP focuses schools on engaging in disciplined inquiry cycles through the use of Plan, Do, Study, Act (PDSA). Through the successful utilization of PDSA, schools are able to impact student achievement and teacher practice by taking a scientific approach to school improvement.
| SCHOOL PROFILE | ||
| School Name: DR HENRY A WISE JR. HIGH |
School Year: 2026 Area: Area-3 |
Local Education Agency: Prince Georges County Public Schools Supervisor Name: Valentine, Daria Nyleah |
| State School No.: 1519 |
Supervisor Email: Daria.Valentine@pgcps.org |
School Type: 01. High School Title I: No |
| Grades Served: 09, 12 |
Community School: No |
Principal Name: Taryn Washington State Identification: CSI:No, TSI/ATSI:Yes |
| Principal Email: Tary.Washington@pgcps.org |
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| School Address: 12650 Brooke Ln, Upper Marlboro,MD - , Upper Marlboro MD 20772 |
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| School Vision: The vision of Dr. Henry A. Wise, Jr. High School is to develop a culture of mutual respect and academic excellence through rigorous instruction which produces college and career ready graduates. |
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| School Mission: Dr. Henry A. Wise, Jr. High School will develop college and career ready students in a diverse learning community by fostering a culture of Pride, Respect, Integrity, Discipline and Excellence (P.R.I.D.E.). |
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| SMART Goals | ||
| A targeted aspiration that serves as the focal point for collective improvement efforts Specific; Measurable; Achievable; Realistic; Timebound |
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| Math- During SY 26, test takers in Algebra 1 classes will increase from 3% to at least 13% in the number of students who scored proficient or higher on the MCAP Assessment. | RELA/ELA-During the 2025-26 school year, English 10 students will increase their score by 5% on the argumentative writing portion of the English 10 MCAP from 28% to 33%. | Not Selected- |
| Problem of Practice | ||
| One problem the school has chosen to address that will assist them in moving toward the overarching Smart Goal | ||
| All students are underperforming on standards A1.R (Reasoning) and A1.M (Modeling), leaving achievement gaps in reasoning and modeling proficiency. | English 10 teachers demonstrate inconsistent implementation of scaffolded instructional supports, such as graphic organizers, when teaching reading comprehension and writing skills. | |
| Change Idea | ||
| A specific, actionable idea or technique that school teams will use to address the SMART Goal | ||
| 85% of our teachers will use a modified Claim, Evidence, Reasoning (CER) graphic organizer on Type II and III questions at least bi-weekly with constructive feedback. The CER framework provides a clear scaffold for higher-order thinking. It systematically guides students through the process of crafting a logical argument, which is the core requirement of Type II (reasoning) and Type III (modeling) questions. | Teachers will implement a lesson study where teachers will integrate graphic organizers as a scaffolded instructional practice to support both reading comprehension and writing development. | |
| Target | ||
| The AIM set to determine if the implementation of the change idea was successful | ||
| By the end of cycle #1, 85% of Algebra 1 teachers will demonstrate consistent use of the modified CER graphic organizer on Type II and III questions with constructive feedback to encourage students to articulate their reasoning and modeling when responding to Type II and Type III questions and tasks, as evidenced by lesson plans, student works, and classroom observations. |
By the end of the instructional cycle, 100% of English 10 teachers will participate in a lesson study which will include implementing instructional scaffolded supports: the think aloud strategy and graphic organizers in reading and/or writing instruction weekly. Informal walkthroughs, Peer to Peer walkthroughs, and collaborative planning |
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| By the end of Cycle #1, at least 60% of Algebra 1 students will score at least a 2 on reasoning (Type II) and modeling (Type III) questions and tasks. This will be demonstrated by their scores on the reasoning and modeling questions in Benchmark 1. | By the end of the instructional cycle, at least 70% of students will demonstrate understanding of the think aloud strategy and how to use the graphic organizer as evidenced by improved ability to organize ideas and construct written responses. | |
| Targeted Support and Improvement (TSI) / Additional Targeted Support and Improvement (ATSI) | ||
| This section is for state-identified schools only. | ||
| Identified Group(s) | Evidence-Based Strategy (EBS) | EBS Target |
| Multilingual Learners | Dr. Henry A. Wise, Jr. High School will launch High Impact Tutoring designed to provide targeted academic support for our multilingual learners. This evidence-based initiative will take place on Tuesdays and Thursdays from 3:30–5:30 p.m. Each session is structured to strengthen both language development and academic achievement. During the first hour, students will engage in Summit K-12, working through a structured rotation of the four language domains: Reading, Writing, Speaking, and Listening. This targeted practice supports English language growth aligned with WIDA standards. The second hour will focus on current course content, offering support in English, Math, Social Studies, and Science. Teachers will provide instructional reinforcement, guided practice, and skill-building activities connected to classroom learning. The High Impact Tutoring program provides multilingual learners with extended time, individualized attention, and opportunities to strengthen both language proficiency and academic confidence. Through this sustained support, students can build essential skills that contribute to success across all content areas. |
The target of the High Impact Tutoring program is to accelerate the language acquisition and academic achievement of our multilingual learners by providing structured, evidence-based support beyond the regular school day. The program aims to improve students' proficiency across all four language domains— reading, writing, speaking, and listening—through the use of Summit K-12, while also reinforcing mastery of core academic content in English, Math, Social Studies, and Science. By offering extended time for focused instruction and personalized support twice a week, the ELO program seeks to close learning gaps, build confidence, and ensure that multilingual learners are better equipped to meet grade-level standards and succeed in all subject areas. The students will move 20% points from pre to post test. |
